COMPREHENSIVE BEHAVIOR INTERVENTION PLAN
Ventura County SELPA IEP
(For students whose behavior impedes learning of self or others, or disciplinary action is resulting in a change of placement)
Student Name
Lady G.
D.O.B.
XXX (10 years 5 months)
Meeting Date
XXX
This Positive Behavior Support Plan is based upon:
 Team meeting  Observational data  Student interview  Staff interview(s)  Behavior Analysis/Review Worksheet  Functional Behavioral Assessment
Description of INAPPROPRIATE BEHAVIOR which interferes with learning (PROBLEM BEHAVIOR – must be observable/measurable):
Aggressive behaviors to staff, typically involving kicking with both feet at staff’s lower body or extremities while lying on the ground, rolling on the ground, and refusing to
transition as requested (noncompliant episodes).
Current frequency/intensity/duration of problem behavior:
Frequency: average once per hour
Intensity: moderate (painful to the average person but not leading to injury) to severe (leading to bruising, swelling or other injury)
Current predictors (ANTECEDENTS) for problem behavior:
Physical prompting/redirection while student is on the ground in a noncompliant episode; the communication book is not available or is in another location; denial of a
request or being prevented or blocked from reaching a desired item (typically food item)
Most typical outcomes (CONSEQUENCES) of problem behavior:
Lady G. receives access to a tangible and attention from preferred staff following aggression and noncompliance
IEP team believes behavior occurs because (hypothesis of function)
 Escape
 Attention
 Sensory
Tangible
Describe:
Lady G. is seeking access to preferred items and activities and is expressing her protest when preferred items or activities are unavailable, inaccessible, or when
physical redirection is used
Description of POSITIVE BEHAVIOR/REPLACEMENT BEHAVIOR (what student should do to gain the same outcome as the problem behavior in an
acceptable way; NOT simply the absence of the problem behavior; should be something the student is capable of learning/doing):
1. When needing to access preferred items and activities, Lady G. will communicate her needs appropriately (through gestures, words, and pictures) and/or accept
contingencies (first this, then that) in order to earn access, with verbal and visual prompts and access to a portable communication book (modified PECs).
2. When needing to protest, Lady G. will express her needs through appropriate vocalizations (“Oh, no”), with verbal modeling.
Current frequency of positive/replacement behavior:
1. Not as specified (she is able to communicate her needs through a modified PECs book when it is available and in the Speech and Language setting)
2. One incident over two weeks
TEACHING/ACTION PLAN
REDUCTION OF PROBLEM BEHAVIOR
Interventions: (Eg, Altering teaching strategies; making curricular, material or environmental modifications;
changing antecedents; giving choices; preventing “triggers”. )
Specify frequency and responsible personnel.
1. Teacher and support staff will consistently use the modified PECs book in all educational environments.
2. SLT will ensure that photographs of preferred items and activities are included in the communication book.
3. Teacher and support staff will consistently implement a sensory diet, under OT’s guidance.
4. Program Specialist will ensure that all staff working with Lady G. is trained in NCPI strategies and provide
additional training on site as needed.
5. Teacher will provide Lady G. access to the outdoors and favorite activities through her daily schedule.
6. Teacher will work with Lady G. at least twice per day in the environment where she is.
7. Behavior Specialist will develop a token economy and train teacher and support staff in its consistent use.
8. Behavior Specialist will develop task analysis for difficult or non-preferred transitions and train teacher and
support staff to break down transitions into small steps and reinforce each step, using tokens and social
reinforcement for each completed step in a non-preferred transition, with immediate access to an A+ reinforcer
upon completed transition.
9. On days when Lady G. is sleep deprived, teacher and support staff will reduce demands and increase sensory
activities and rest periods on Lady G.’s schedule.
Reinforcement: (Indicate behavior, rate of
behavior, interval, reinforcer, and responsible
personnel for reduction of problem behavior)
For each completed step in a non-preferred
transition (without aggression), teacher and/or
support staff will provide one token on the token
board, paired with specific verbal praise and social
reinforcement.
For each completed transition without aggression,
teacher and/or support staff will provide Lady G.
with five goldfish crackers or gummy candy.
For each hour of no aggression, teacher and/or
support staff will provide Lady G. with verbal praise
(nice hands, good job), attention, and access to a
sensory activity of her choice (from communication
book).
Plan for fading interventions and reducing reinforcement for problem behavior:
When aggressive behaviors decrease to less than daily, teacher will gradually increase tokens needed for reward (from 5 to 6).
INCREASE OF POSITIVE/REPLACEMENT BEHAVIOR
Interventions: (Eg, Teaching, practicing or modeling; providing communication means; teaching social skills,
assertive skills or problem solving.)
Specify frequency and responsible personnel for each strategy.
1. In individual sessions with SLT twice per week, SLT will teach Lady G. to use the communication book to
request tangible items and activities, through direct teaching, hand over hand, modeling, and direct reinforcement.
2. In individual sessions with SLT twice per week, SLT will teach Lady G. to express protest through her
communication book, using modeled expressions and photographs of feelings.
3. SLT will teach staff on the use of the communication book and demonstrate how to use the “I want…” sentence
strip with photographs.
4. Teacher and support staff will use the communication book throughout the school day and have it accessible for
Lady G., to practice and strengthen her appropriate communications.
5. Teacher and support staff will honor each appropriate request or attempt (verbal, gestures, pictures) as long as
it does not involve dropping to the ground or aggression to staff, and will model and prompt use of appropriate
communications throughout the school day.
Reinforcement: (Indicate behavior, rate of
behavior, interval, reinforcer, and personnel to
increase positive/replacement behavior):
When Lady G. hands a picture to staff, makes a
verbal request, or uses a gesture (pointing) to make
a request, staff will verbally praise Lady G. and
provide her with the requested item/activity.
If the request cannot be granted, use the
“first…then…” card to show Lady G. when she can
have the requested item/activity. Provide verbal
praise for asking nicely.
Plan for fading interventions and reducing reinforcement for positive/replacement behavior:
When Lady G. makes an appropriate request with pictures, verbally, or through gestures in 4 out of 5 difficult transitions, gradually fade staff prompting and supports and
ask Lady G. to get her communication book and bring it to staff. Teacher will inform Behavior Specialist when criterion is reached, to develop fading plan together.
REACTIVE STRATEGIES TO EMPLOY AND DEBRIEFING PROCEDURES TO USE IF THE PROBLEM BEHAVIOR OCCURS:
At precursor/first sign of problem behavior (e.g., prompt to use replacement behavior, offer choices, proximity, redirect):
Upon dropping to the ground, present Lady G. with her communication book and prompt her to “show me what you want. I want…” Assist as needed. Honor each
appropriate request (verbal, pointing, picture) as long as is does not involve aggression.

Personnel who will implement: __Teacher, Support Staff_______________________________________________________________________________
If problem behavior continues or escalates (include staff response to maintain safety if needed):
If aggression occurs, move to a safe distance while remaining calm and firm. Avoid touching or moving Lady G. as long as she is noncompliant. Wait for Lady G. to stop
aggression, then prompt her again to show what she wants. Repeat the request until she makes an appropriate request.

Personnel who will implement: ___Teacher, Support Staff_____________________________________________________________________
Debriefing/follow up with staff and/or student if necessary:
After aggression ends, praise Lady G. for having calm hands and feet. Assist her in accessing her choice. Reintroduce the token board and award tokens as applicable.

Personnel who will implement: _____Teacher, Support Staff___________________________________________________________________________
See IEP goal(s) related to this plan: Goal Number(s):

7, 8, 9
The above goal(s) are intended to:  increase positive replacement behavior  decrease problem behavior  general skill development
Communication:
 Family/Caregiver
 School staff
 Outside providers
 Service providers
 Other
Describe:
Monthly meetings among all service providers to update team of progress and changes in home and school program.
Daily home-to-school and school-to-home e-mails between teacher and parents, using Spanish translation.
Data Collection:
 Progress toward goals  Problem Behavior  Positive/Replacement Behavior  Interventions  Reinforcement  Other
Describe:
Daily data collection forms for problem and replacement behaviors maintained by classroom staff; bi-weekly observational data collected by Behavior Specialist
Personnel Responsible for Monitoring Plan Implementation:
 Principal  School Psychologist  Behavior Specialist  Case Manager  Behavior Support Staff  Other _____________________________________